GCSE Option Courses September 2020
This booklet has been prepared to inform you about the compulsory and optional GCSE subjects you will study over the next two years. It is important that you read this booklet carefully and if you are unsure of anything you must seek help from you Form Tutor, Subject Tutors, Head of Year or Mrs Koltuniak. The timetable of events for this yearâ€™s options process is as follows: Tuesday 14th January 2020
Options assembly with Mrs Koltuniak to explain how the options process will operate. You will be sent the Options Booklet digitally via Firefly following this assembly. Your parents/carers will be sent a copy of the presentation.
Wednesday 15th January 2020
Options Evening 4.30-6pm. By email, you will be sent your Options Online login details and a help sheet summarising how to pick your options online.
Wednesday 15th- Friday 24th January 2020 This is your window to choose your options online, with your parents/carers. Make sure you pick them in order of preference. Friday, 24th January 2020
The deadline to pick your options online is 3.15pm.
Monday 27th January 2020
Year 9 Parentsâ€™ Evening- your parents/ carers will be given a letter demonstrating the options you have chosen. They will sign this to verify they are aware of the subjects you have picked.
Monday 27th - Friday 31st January 2020
If you want to make changes to your options, you will need to see Mrs Backstrom during this week.
Groups of GCSE Optional subjects will then be drawn up to accommodate as many requested subject combinations as possible. Your GCSE subjects will then be finalised, bearing in mind the group structure that has been drawn up. Remember, it may not be possible to change subjects once you have made your choice so consider the subjects very carefully! If you have not chosen your options online by 3.15pm on Friday 24th January, unfortunately, they cannot be taken into account when the groups are made.
Compulsory Subjects All girls must study:
A Modern Foreign Language (French, Mandarin Chinese or Spanish– you chose at the end of Year 8)
Life Skills including Citizenship GCSE
Physical Education (non-GCSE)
Science Information In Science you will study either the Trilogy GCSE course leading to two GCSE grades, or the three separate Sciences (Biology, Chemistry, Physics), leading to three GCSE grades. Your Science teachers will decide which is the most suitable pathway for you.
Art and Design
Health and Social Care (BTEC)
Enriching Opportunities Programme (non GCSE) French
Hospitality and Catering (BTEC)
You may also choose three subjects from the following list:
The English Baccalaureate (EBacc) The Government promotes a classification of certificate known as the English Baccalaureate and at The Belvedere Academy, we encourage all of you to achieve it. What is it? The EBacc is made up of the subjects which are considered essential to many degrees. You will need at least a grade 4 in the following subjects:
English Language and Literature Maths The Sciences Geography or History A Language
Why would you want to achieve it? The EBacc will ensure that you keep your options open for future study and future careers. Research has shown that students who complete the EBacc receive greater opportunities in further education and they also perform better in English and Maths. It is perfectly fine to not know what your definite future plans are at this stage! Achieving the EBacc is an excellent way of keeping your options open. You will have more possibilities to choose from for
It is only possible to run an optional subject if there is sufficient demand for it.
It will not be possible to offer every combination of subjects asked for; this is why you need to add your options in order of preference and choose 2 reserve subjects.
It is important that you should continue to participate in as wide a variety of extra-curricular activities as you can throughout the two years of your GCSE courses and beyond. Universities and employers always look further than work done in the classroom. If you have private music lessons it is also important to realise that the higher grades of the Associated Board contribute to university entrance points.
Choose subjects you enjoy and think you are good at. If you are in doubt as to your aptitude in any subject, please consult your teacher.
Any questions relating to the Options process should be referred to Mrs Koltuniak. Any subject queries should be directed to your teacher for that subject. Please discuss further with your subject teacher if you want more advice.
GCSE OPTIONS COURSES 2020/21
Information on all GCSE Option Subjects now follows
Remember to see subject representatives for more detail at the Year 9 Options Evening on Wednesday 15th January, 4.30-6pm.
AQA GCSE ENGLISH LANGUAGE Students will study GCSE English Language in a linear fashion, alongside GCSE English Literature. They will begin to study English Language at the end of Year 9 and throughout Year 10 and 11. They will be examined at the end of Year 11. The course will be assessed through two examination units and one non-examination unit. EXAMINATION
Paper 1: Explorations in creative Reading and Writing (50% of GCSE) Section A: Reading – literature fiction texts. Section B: Writing – descriptive or narrative writing.
Paper 2: Writers’ viewpoints and perspectives (50% of GCSE) Section A: Reading – non-fiction/literary non-fiction texts.
Section B: Writing – writing to present a viewpoint. NON EXAMINATION ASSESSMENT Spoken Language (separately endorsed, does not contribute towards the overall GCSE grade) What’s assessed: presenting, skills, responding to questions and feedback and the use of Standard English.
AQA GCSE ENGLISH LITERATURE Students will study GCSE English Literature in a linear fashion, alongside GCSE English Language. They will begin to study English Literature at the end of Year 9 and throughout Year 10 and 11. They will be examined at the end of Year 11. The course will be assessed through 2 examination units. EXAMINATION
Paper 1: Shakespeare and the 19th Century Novel (40% of GCSE) Section A: A study of a Shakespeare play – students will write about an extract from the play and then about the play as a whole. Section B: A study of a 19th Century novel – students will write about an extract from the novel and then about the novel as a whole. Paper 2: Modern Texts and Poetry (60% of GCSE) Section A: Modern texts – students will answer one question from a choice of 2 on their studied modern prose text. Section B: Poetry – students will answer 1 comparative question from the chosen Anthology cluster. Section C: Unseen Poetry – students will answer 1 question on one unseen poem and one question comparing this with a second unseen poem.
EDEXCEL GCSE MATHEMATICS Your daughter is in the third national cohort of students to study the new GCSE in Mathematics. The increased volume of mathematical content being examined, means that your daughter will begin the GCSE syllabus at the start of the spring term in Year 9 (January). The GCSE in Mathematics is a two tier examination, Foundation and Higher. Sets 1-4 generally follow the Higher tier examination with set 5 following the Foundation tier. The assessment is the same for both Higher and Foundation tiers:
All papers have a mix of question styles, from short, single-mark questions to multi-step problems. All students will follow Edexcel specification for the examination, with all three examination papers being taken at the end of Year 11. Full details of the specification, including subject content, can be found at : https:// qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html Resources are also available on Firefly, Kerboodle and Mymaths websites; for which all Year 9 pupils have individual logins
AQA GCSE SCIENCES At Belvedere, we start teaching the GCSE Science course in Year 9. Students build on the skills and knowledge they have acquired through their studies of the sciences in Year 7 & 8. They will be taught Biology, Chemistry and Physics by subject specialists. Practical Skills Assessment Students will take part in practical activities which will support their understanding of the theory, as well as developing their abilities with regard to planning, manipulating apparatus, collecting appropriate data, analysing and evaluating. Students will be assessed on their practical skills as part of their final examinations (there will be no practical examination or coursework/controlled assessment component for GCSE Sciences). Qualifications All students will study all three science subjects. Some students will be entered for three separate GCSEs in Biology, Chemistry and Physics and each of these will be graded from 9 to 1. Other students will be entered for Combined Science: Trilogy which is graded on a 17 point grading scale from 9-9, 9-8 through to 2-1, 1-1. The content of the Combined Science: Trilogy qualification is a subset of the content from the three separate sciences, comprising two thirds of the content from each of the separate science GCSEs. Decisions regarding the most appropriate qualification for each student will be made by the Science Faculty and will be based largely upon attainment during Year 9 and the early part of Year 10. Examinations Three separate sciences: Each GCSE (Biology, Chemistry, Physics) will be assessed via two examinations at the end of Year 11. Both papers will be of a duration of 1hour 45 minutes and will be equally weighted. Combined Science: Trilogy: Again there will be six examinations at the end of Year 11 (two Biology, two Chemistry and two Physics). All papers will be of a duration of 1 hour 15 minutes and will be equally weighted. Students will be entered for either all Higher tier or all Foundation tier; there will be no possibility of mixing tiers between the different sciences.
AQA MODERN FOREIGN LANGUAGES FULL COURSE AQA GCSE French, Spanish and Mandarin Chinese (New GCSE with grading from 1-9) The GCSE course builds on what you have already learnt in Year 7-9. The topics covered include the following: identity and culture, local, national, international and global areas of interest and current and future study and employment. Examinations The examination will be divided into the four MFL skills which will be equally weighted as follows:
Listening 25% Speaking 25% (conducted by teacher)
The listening, reading and writing skills will be tested in a terminal examination in May/June and will consist of Foundation or Higher tiers. The speaking assessment will be conducted by the teacher at a time specified by the examination board. Assessments will be recorded and sent to AQA for marking. There will not be an opportunity to repeat the assessment or sit it at another time. If your daughter does not attend her speaking exam, she will lose 25% of her GCSE grade. Students will be entered for either all Higher tier or all Foundation tier; there will be no possibility of mixing tiers between skills. Internal Assessments All four skills will be assessed throughout the course, students will receive regular feedback on their performance and targets will be given to students outlining how they can to achieve their personal best. The assessments will include internal listening and reading assessments at different points throughout the year, timed essays in class and end of year speaking exams. Class work Lessons will be largely in the target language and will cover the necessary vocabulary and grammatical content in the context of the topic area. You will be required to learn vocabulary on a regular basis and to complete regular written work in order to improve your writing skills. You will need to convey information clearly, expressing ideas and points of view; your work will need to be carefully structured. You will need to be able to write using a range of vocabulary, grammatical structures and tenses. Translation into and out of the language will also be practised regularly.
You will read target language from a variety of sources and with a variety of registers. Literary text will form part of the reading scheme. You will be required to extract the gist and key details and of a piece of literature and to translate short excerpts into English. You will speak in the target language as much as possible in the lesson. You will prepare for role play situations and general conversation in the terminal examination. You will need to present ideas, information and points of view confidently, using a wide range of vocabulary and grammatical structure, good accent, intonation and fluency. There will be an emphasis on an ability to speak spontaneously. Lessons will be varied with directed and independent work, including using the Google Chrome books. You will be encouraged to back up work completed in class with personal study and will have access to a range of supplementary support and resources on the Intranet and on the Internet. We are sure that you will agree that in the 21st Century GCSE qualifications in Modern Foreign Languages are highly desirable and advantageous in the world of work. To be able to offer one or more language also facilitates the learning of further languages in the future.
EDEXCEL GCSE CITIZENSHIP During Year 10 and Y11 you will continue to follow the Belvedere Life Skills Programme. This is delivered through a combination of Careers and PSHE lessons in Year 11, and Citizenship in Year 10. Citizenship GCSE You started the GCSE in Year 9, and have already studied many of the topics that you will be examined on towards the end of Year 10. This is a full GCSE, endorsed by Edexcel. The five themes for the course are: Theme A: Living together in the UK Theme B: Democracy at work in the UK Theme C: How the law works Theme D: Power and influence Theme E: Taking citizenship action Across Year 9 you have studied topics, and undertaken assessments based on GCSE materials. All assessments have been marked to GCSE standard, and this will continue into Y10. Additionally, we will undertake an active Citizenship project in Y10; this is to meet the requirements of Theme E. This will be an active Citizenship project on a topic linked to Citizenship, and could include researching, writing letters to people in power, starting a petition or undertaking another form of responsible action. This will be reflected upon as part of the second exam, and writing about this active Citizenship project will count for 15% of the overall marks available. Paper 1 Section A—Questions are focused on specification Theme A: Living together in the UK. Section B—Questions are focused on specification Theme B: Democracy at work in the UK. Section C—Questions are focused on specification Theme C: Law and justice Section D—Extended response questions related to two or more of specification Themes A–C. Paper 2 Section A—Questions relate to the students’ own citizenship action, as specified in specification Theme E: Taking citizenship action. Section B—Questions require students to comment on others’ actions and relate to specification Theme D: Power and influence. Section C—Questions are focused on specification Theme D: Power and influence. One question will also link to content in one
1 hour 45 minutes
1 hour 45 minutes
Life Skills In Year 11 you will focus upon preparation for your future, with personalised careers advice and guidance. Personal finance is covered, as is preparation for work. We also look at relationships and sex education, alongside avoidance of
CURRICULUM PHYSICAL EDUCATION (NON-GCSE) Core Physical Education for Years 10 and 11. Physical Education in Year 10 and 11 encourages pupils to tackle complex and demanding physical activities. They will be encouraged to get involved in a range of activities that develop personal fitness and promote an active, healthy lifestyle. Pupils will be encouraged to:
Use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, netball, rounders, dodgeball, volleyball and tennis;
Develop their technique and improve their performance in other competitive sports;
Take part in activities which encourage pupils to work in a team, building on trust and developing skills to solve problems and gain confidence;
Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best;
Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs;
Improve the overall fitness and wellbeing through a variety of health related fitness lessons.
EDUQAS GCSE ART, CRAFT AND DESIGN What is GCSE Art and Design? It’s about having an adventurous and enquiring approach to art and design and developing the skills to express it. Throughout your GCSE Art, Craft and Design studies you will develop an understanding of past and contemporary art and design and be able to produce a personal response embracing a range of ideas.
Why should I choose Art? If you are creative and enjoy Art choose Art, Craft and Design for GCSE. If you are interested in art, craft or design and if you have an aptitude for the subject you are a perfect candidate. You don’t have to be ‘good at drawing’ to succeed in GCSE Art and Design. The emphasis in GCSE Art, Craft & Design is on the process of developing independent ideas and work.
The skills you will develop doing GCSE Art, Craft and Design
You will develop a working knowledge of the materials, practices and technology of art and design. You will develop the skills to investigate, analyse and experiment using art, craft and design. You will develop your imaginative powers and the skills to express your ideas, feelings and meanings. You will develop an understanding of the language and conventions of art and design. You will develop an understanding of the place of art, craft and design in history and in society.
How is the course structured? Students will complete EDUQAS Art, Craft and Design for GCSE. The EDUQAS GCSE in Art, Craft & Design consists of 2 parts. One of coursework and one externally set assignment. The GCSE Art, Craft and Design qualification is now graded 1-9, with 9 being the top grade.
Externally set assignment
To be completed during lesson time and for homework.
Eight weeks preparation time. Ten hours timed examination.
% of final GCSE grade
Method of Assessment
Must include sketchbook and must Internally marked. show evidence of all Externally moderated. assessment objectives. Internally set.
Must include sketchbook and must Internally marked. show evidence of all Externally moderated. assessment objectives. Internally set.
What about coursework? Throughout Year 10 and 11 you will complete a range of tasks including drawing, painting, oil pastel, ink, clay, mixed media, digital, and photography. Your coursework should include research, supporting studies and work showing the development of your ideas, leading to one or more outcomes. You direct your learning and outcomes and choose to complete your outcomes to suit your strengths and preferences. Your teacher will set you assignments and tasks.
What about the exam? In January during Year 11 you will complete a 10 hour exam over a number of days. You will be given the exam paper approximately eight weeks before the date of the actual timed exam. You will then have the eight weeks in which to prepare for the exam. During this time you must research and develop ideas and prepare for your final exam in your sketchbook, your teacher will be available to guide and advise you with this exam preparation. You will find it useful to brainstorm ideas by writing down everything that comes into your head, and then choosing one idea you can develop further.
Will I go on any visits? You will go on visits to art galleries during your course. During these visits you will have an opportunity to explore the amazing cultural diversity that Liverpool has to offer. The Art Department hopes to offer an international art trip in the near future. During visits will be expected to collect research material and/or complete your own pieces of art work. Your teacher may suggest that you organise your own visits to relevant places to collect research material for your projects. You may also have the opportunity to work with artists in the form of workshop.
What could I do with a GCSE in Art, Craft & Design? There are many things you can go on to do with a GCSE in Art, Craft and Design. The creative industries in the UK are currently booming. There are a host of careers which require a background in Art and Design. You could go on to take an A level in Art & Design, or use your skills to explore alternative study or career paths.
If you are unsure about whether to choose GCSE Art, Craft and Design, the best thing to do is to speak to Mr Mason or Mrs Jecks who will be able to provide you with all the information you need to make an informed decision. Each year the students gain excellent results in GCSE Art, Craft and Design. In our 2018/19 cohort of students, over 70% of our girls gained grades 9-7 and 100% gained 9-5, with an average grade of over 7 across the cohort. The GCSE Art and Design results are consistently amongst the best in the academy.
AQA GCSE BUSINESS Brexit, Interest Rates, Marketing, Globalisation, Entrepreneurs – all words that may or may not sound familiar – but will affect you in the future GCSE Business is an interesting and relevant course concentrating on the understanding of how the business world is organised and how it is influenced by local, national and international pressures.
Business in the real world.
Influences on Business
Marketing – influencing the consumers.
Production – how goods and services are made.
Finance and accounts – working with the numbers.
The management of people within a business leadership and motivation
What skills are being developed and examined? GCSE Business requires logical, analytical thinking. Being able to evaluate cause and effect is important. The world of business is constantly changing. Keeping up to date with current business affairs is important so that you can apply your understanding to the business world. How will you do this? By taking part in discussions, debates and presentations; analysing case studies and studying newspaper articles. The emphasis will be on the application of the subject to the real world, and the development of a range of life skills, skills that will be useful in any career path that you may choose. What you can expect to see in class work and homework. Self-study work and homework may be case study work into various aspects of today’s business world. Class work will include case studies and various individual and group activities, plus the learning you need to be successful. Everything is designed to build up your knowledge, skills and examination technique; but most importantly your ENJOYMENT of Business as a subject!
Final examination: Course Details: GCSE Business, AQA Syllabus Assessment Paper 1 - Multiple choice questions, short answer questions and structured questions based on case studies of smaller businesses – 90 marks - 50 % of the total GCSE grade. Paper 2 - Multiple choice questions, short answer questions and structured questions based on case studies of larger businesses – 90 marks - 50 % of the total GCSE grade Progression beyond GCSE: This course is an important, but not essential, foundation for the study of Economics or Business at A-Level. Many students will go on to study Business or one of its many disciplines like fashion marketing or accounting and finance at university. Everybody has been affected by business in the past, they are being affected by it today, and will be affected tomorrow. Prepare for your future with GCSE Business……a subject that is happening now!
AQA GCSE DRAMA
GCSE Drama is a practical, engaging and creative subject for pupils to study. It provides opportunities to understand and create drama as a practical art form in which ideas and meaning are communicated to an audience through informed artistic choices. The main purpose of this qualification is to allow learners to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama, and to their own performance work. Drama provides a fantastic curriculum to ignite and engage learners’ creativity, passion and interests. Course Content The course will focus on: Applying knowledge and understanding of drama when making, performing and responding to drama; Exploring performance texts, understanding their context including the theatrical conventions of the period in which they were created; Developing a range of theatrical skills and applying them to create performances; Working collaboratively to generate, develop and communicate ideas; Developing as creative, effective, independent and reflective students who are able to make informed choices in process and performance; Contributing as an individual to a theatrical performance; Reflecting on and evaluating their own work and that of others; Developing an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice. On the course students will: Work in groups to devise their own theatre performance from stimuli the students are passionate to explore; Perform, direct and design their own production; Perform established and famous texts as a solo performer and as part of an ensemble; Explore play texts practically and learn how to direct, deconstruct, and analyse performance styles; Investigate texts in the eye of a director and establish understanding of how to stage or design a performance for an audience; Evaluate the work of professional live theatre and analyse its performance style and success (pupils must be willing to visit the theatre regularly with the school, and have an interest in theatre outside of the classroom).
Methods of assessment Pupils are assessed practically throughout the course with a mix of teacher and external performance examinations. Portfolios that can be written or video recorded also support the practical study of the qualification. There is a written examination at the end of the qualification which assesses pupils’ ability to explain and analyse their practical exploration over the course and the work of observed live theatre.
Units of Study Year 10
In Year 10 students work practically to explore as many performance styles as possible through a range of play text and thematic stimuli. This means that pupils will be able to get a real grasp of performance and the many forms it can take. Pupils will also see a range of live theatre and have the opportunity to work in the style of the leading contemporary companies and practitioners. Year 10 also allows the pupils to explore the analytical processes required for success in the GCSE. Pupils will evaluate their own work and the work of others and develop a portfolio which outlines their exploration of texts and themes. Year 10 then ends in the first assessment which counts towards their final GCSE mark. Worth 40%, the pupils work and collaborate in groups in a devised piece of theatre that they have created from a current and provocative stimulus. Pupils perform their piece and are examined on their performing ability, which is assessed alongside a portfolio which, recorded or written, outlines their journey through the devising process.
Year 11 Year 11 focuses on the skills learnt in Year 10 and puts them into practice exploring and performing a play text. Worth 20% of the GCSE mark, pupils work on two sections of a play as a solo performer and as part of an ensemble to reproduce the work of professional theatre. This performance is examined by external examiner who will mark the pupils on their acting ability, their research on the text, their roles, as well as their artistic intention for the performance. Year 11 ends with a written exam worth 40% of the mark where pupils will write how they practically explored a play text that has been set by the exam board. This allows pupils to show their complete understanding of drama through their appreciation of everything from putting a play on its feet, exploring the characterisation and interpretation, directing the action, designing the stage, sound and lighting, all through an analytical and evaluative process. In this exam, pupils also have the opportunity of evaluating the work of professional live theatre they have seen during the course, and, in reflection of the first part of the exam, will evaluate all of the decisions made by the production and directorial team for the performance. Extra-Curricular The Drama Department has a huge extra-curricular provision which is available to everybody in the school but we do appreciate it when our GCSE students immerse themselves into it. We have GCSE students who run Drama enrichment for the younger years as well as professional theatre opportunities within the city and of course our in house academy productions which are at the highest quality.
ENRICHING OPPORTUNITIES PROGRAMME Enriching Opportunities Programme (EOP) is a non GCSE course. Course Description EOP is a really exciting opportunity for students which is designed to enhance the curriculum in Years 10 and 11. We are delighted to be able to offer students a programme that will enhance their attainment and most importantly their personal growth and development. We realise that students need to remain motivated and possess the skills they need to succeed at GCSE and beyond. The programme will take place in structured lessons with experienced teaching staff. We will also organise various opportunities for learning outside of the classroom. Students will select this programme in addition to 2 other GCSE option choices. Course Outline Study skills to actively revise topics with the support of the teacher, showing students how to use different websites, topic tests, online topic videos, organisation of folders and desk at home etc. We will give students the different skills they need to revise effectively for different subjects. Enhanced computer skills including PowerPoint, Word, Excel, Publisher, typing skills. Debating and discussion skills that will cover learning to listen to other people’s opinion, sharing an opinion and respecting others’ view point. Students will practise debating activities. Careers programme including writing a CV, interview skills, telephone and face to face conversations with an adult and general presentation skills. Life Skills including writing a formal letter, making a telephone booking or enquiry, support with hobbies and voluntary work outside of school. Resilience and positive mental health programme covering how to ask for help, tools from the positive programme to develop emotional literacy through social and emotional learning, mindfulness and the NHS 5 ways to wellbeing. Organisation of various trips including cultural experiences (museum, historical buildings etc.), university trip, college, businesses and possibly supporting reading with primary school children. To support learning in the Maths and English GCSE course in order to bridge “gaps” in students’ learning. Creativity programme to include art, drama and PE with the aim of reducing stress and improving overall wellbeing. People to contact for more information – Mrs Marshall and Ms Thelen
GCSE GEOGRAPHY OCR SPECIFICATION B Geography for Enquiring Minds GCSE Geography is an exciting, modern and engaging subject. It covers a range of physical and human topics which are bought to life by studying relevant case studies across a range of scales. Geography is vital in understanding our ever evolving planet. By the end of your GCSE you will be able to explain how the processes of human and physical systems have changed the Earth forever. You will have judged the success of schemes involving the physical environment and society, and assess decisions that have been made about the use of the planet’s resources. You will have a new appreciation for our Earth and will have evolved into a knowledgeable global citizen. Fieldwork plays an important role in the course, you will complete one day of physical fieldwork at the beach, and one day of human fieldwork in Liverpool city centre. These are examined rather than written as a coursework investigation.
Examination – Our Natural World – worth 35% Global Hazards – volcanoes, earthquakes, tropical storms and more Changing Climate – the natural and human causes of climate change, and some of the disastrous consequences Distinctive Landscapes – processes and landforms in rivers and along the coastline Sustaining Ecosystems – the tropical rainforest, the polar regions, coral reefs and much more Physical fieldwork will be examined here
UK in the 21st Century
Examination – People & Society – worth 35%
Urban Futures – why do so many people live in cities? Dynamic Development – why are the rich so rich and the poor so poor? Can we change this? UK in the 21st Century – everything from the UK’s ageing population to Peppa Pig! Resource reliance – how can we feed 9 billion by 2050? Human fieldwork will be examined here?
Examination – Geographical Exploration – worth 30% This paper includes some of the content from the topics above. It involves you describing, explaining and analysing maps, graphs and photographs. You will use a number of resources to write 2 essay questions. These will involve you making a decision about an issue you have studied using the resources you have available, and your own knowledge.
Why take GCSE Geography?
Great mix of science and social Wide ranging – a bit of everything…volcanoes, population, waterfalls, food banks, climate change, slums…and more! Exciting examples – typhoons such as Super Typhoon Haiyan to the eruption of (unpronounceable) Eyjafjallajökull 2 days of practical fieldwork Analytical and evaluative writing skills Supports many other GCSEs such as Maths (mode, median, mean, range and more) and Science (climate change, ecosystems and more
Distinctive Landscapes Film and Cultural Influences
EDUQAS GCSE GRAPHIC COMMUNICATION (Graphic Design)
Description of the Course Graphic Design affects your daily life. From a simple, small chewing gum label through to a huge advertising billboard, it is everywhere. GCSE Graphic Communication is about designing and producing your own designs by examining, questioning and experimenting with ideas relating to your lifestyle and the environment around you. You have to think about the practicalities of your design and its commercial viability. This prepares you for our rapidly changing technological world and for working for and with clients. This course allows you to explore words and images, which are part of our everyday lives. You will look at advertising and publicity; you will design packaging and consider corporate identity. You will design logos and develop your ideas using ICT. You will be taught about the use of photography and develop your skills in illustration and animation. This is a contemporary course that will allow you to develop your creative skills. The skills you learn in presentation, and appreciating what is good design and how design works, will be beneficial to you in all walks of later life. You may become a graphic designer working on multi-million pound corporate identity designs, or a creative director producing the next Gucci advertising campaign (in press and on TV and cinema). You may use your design skills to open up other avenues with careers in animation, an illustration, interior design, product design, television, cinema graphics, app design, game design, magazinesâ€Ś the list is endless. You may not take up a career in design afterwards, but your skills and design appreciation could help you produce winning sales presentations, or help
The course has four assessment objectives that enable students to:
Investigate and understand the work of existing designers, artists and cultures; Draw and photograph from first hand observations to record their ideas; Experiment with a variety of materials and processes to produce their work; Produce their own imaginative and creative designs and understand how best to present these; Best of all, you chose the subject and areas you want to design during the course allowing creative freedom.
Exam Boards: EDUQAS
Key Exam Dates:
How the course is assessed:
Portfolio completed by December 2021. 60% of marks for portfolio Start externally set task preparation Jan- 40% for externally set task uary 2022 There is NO written exam - you recreate Controlled test April 2022 your design in the exams
Possible Careers Advertising Designer, Animation Design, App Designer, Architect, Art Director, Artist, Book Designer.
Crafts Person, Ceramics and Product Designer Creative Designer, Digital Design.
Engineer, Freelance Designer, Film Production Designer, Gallery or Museum Curator.
Graphic Designers, Graphics for TV and Cineme, Interior Designer.
Photographer, Printmaker, Product Design, TV Graphics Web Designer, 3D Design.
AQA GCSE HISTORY The History Department offers the new AQA GCSE History.
Why choose History? The past is a fascinating subject, so you might choose to study History purely for interest and enjoyment. History at GCSE is a good choice for any career. The range of skills and knowledge you will gain are valued by all employers. Careers which particularly value History include Law, Business, Management, Journalism Media, Banking and Education. History provides you with skills which are helpful in both career and everyday life. You will learn to analyse and evaluate pieces of evidence and become more aware of their use and accuracy. You will be able to understand and appreciate different points of view and draw logical conclusions. Your written and oral communication skills will improve and you will be able to express yourself clearly and logically. History is a study of people and events, and the way in which actions have changed the world, and the differences that individuals can make; this knowledge allows you to fully understand the world in which we live today. This qualification is linear. Linear means that students will sit all their examinations at the end of the course. GCSE History students must take assessments in both of the following papers in the same series: Paper 1: Understanding the modern world Paper 2: Shaping the nation The GCSE History content comprises the following element: One period study One thematic study One wider world depth study One British depth study
Paper 1: Understanding the modern world Section A: Period studies Belvedere will be following Option 1D America 1920-1973: Opportunity and Inequality This period study focuses on the development of the USA during a turbulent half century of change. It was a period of opportunity and inequality- when some Americans lived the “American Dream” whilst others grappled with the nightmare of poverty, discrimination and prejudice. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in bringing about change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. Part one: American people and the “Boom” Part two: Bust Americans’ experiences of the Depression and New Deal Part three: Post-war America
Section B: Wider world depth studies Belvedere will follow option Conflict and tension 1918-1939 This wider world depth study enables students to understand the complex and diverse interests of different individuals and states. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.
Part one : Peacemaking Part two: The League of Nations and international peace Part three: The origins and outbreak of the Second World War
Paper 2: Shaping the nation Section A: Thematic studies Belvedere will be following Option 2A Britain: Health and the people: c 1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people. Students will study the importance of the following factors: War Superstition and religion Chance Government Communication Science and technology The role of the individual in encouraging or inhibiting change This option focuses on the following questions: Why has there been progress in the health of the British people? How and why has the pace and scale of medical development varied at different times? What impact has medical progress had on people and society? How and why have different factors been more important than others for individual medical Developments. What is the significance of key individuals or events in the history of medical development? Part one: Part two: Part three: Part four:
Medicine stands still The beginnings of change A revolution in medicine Modern medicine
Section B: British depth studies including the historic environment Belvedere will be following option Elizabethan England C 1568-1603 This option allows students to study in depth a specified period, the last 35 years of Elizabeth I’s reign. The study will focus on major events of Elizabeth’s reign considered from economic, religious, political, social and cultural standpoints, and rising contemporary and historical controversies Part one: Elizabeth’s Court and Parliament Part two: Life in Elizabethan times, how they were affected by and influenced international relations. Part three: Troubles at home and abroad.
Assessment Paper 1: Understanding the modern world What’s assessed? Section A — Period Study - focus on two key developments in the country’s history over at least a 50 year period. Section B — wider world depth study with focus on international conflict and tension.
How it is assessed
Written examination: 2 hours
84 marks (including 4 marks for spelling, punctuation and grammar)
Section A - six compulsory questions (40 marks)
Section B - four compulsory questions (40 marks)
Paper 2: Shaping the nation What’s assessed? Section A — Thematic study looking at key developments in Britain over a long period. Section B — British Depth Study incorporating the study of a specific historic environments.
How it is assessed
Written examination: 2 hours
84 marks (including 4 marks for spelling, punctuation and grammar)
50% of GCSE
Section A - six compulsory questions (40 marks)
Section B - four compulsory questions (40 marks)
EDUQAS LEVEL 1 AND 2 AWARD IN HOSPITALITY AND CATERING The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. There is the opportunity for students to learn about: Issues related to nutrition and food safety and how they affect successful hospitality and catering operations. Developing food preparation and cooking skills. Transferable skills of problem-solving, organisation and time management, planning and communication. Skills required for independent learning and development . Skills of project based research, development and presentation. The fundamental ability to work alongside other professionals, in a professional environment. The qualification consists of two units: Hospitality and catering industry: This unit focuses on learning about different types of providers, legislation, food safety and the roles and responsibilities within the sector. It is a paper based exam which is 40% of the total qualification. Hospitality and catering in action: This unit develops students practical skills for planning, preparing, cooking and presenting nutritional dishes meeting the client needs. It is a controlled assessment which is 60% of the total qualification. Students can progress to: Eduqas Level 3 Applied Certificate / Diploma in Food Science and Nutrition Level 3 Diplomas in Hospitality and Catering Level 3 Diplomas in Professional Cooking Level 3 Diploma in Hospitality and Tourism Management.
There are opportunities for students to receive practical experience from industry based professionals such as Chef’s from CMC management and participate in external visits to local food manufacturers such as Soupreme Foods in Skelmersdale. This qualification was approved by the Department for Education as a technical award for the 2020 Performance Tables. Technical Awards focus on applied study of a sector ; they are broad, high-quality level 1 and level 2 qualifications which offer an equivalent level of rigour and challenge as GCSEs. The equivalency means the Technical Award has the exact same performance points scores as a GCSE.
PEARSON BTEC LEVEL 2 TECH AWARD IN HEALTH & SOCIAL CARE For the BTEC Level 2 Tech Award in Health and Social Care you will study three components: Component 1: Human Lifespan Development Component 2: Health and Social Care Services and Values Component 3: Health and Wellbeing Human Lifespan Development For component 1 you will study two key topics: * Understand human growth and development across life stages and the factors that affect it; * Investigate how individuals deal with life events. In this component, you will study how people grow and develop over the course of their life, from infancy to old age. This includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them. Assessment for component 1 Assessment for this component is through a task set by Pearson which must be completed under controlled conditions (i.e. supervised in school) For this assessment, you will have the chance to work on your project over a number of weeks, during which time you will have the help, support and guidance of your teacher.
Health and Social Care Services and Values For component 2 you will study two key topics;
Understand the different types of health and social care services and barriers to accessing them; Demonstrate care values and review own practice.
This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector.
Assessment for component 2 Assessment for this component is through a task set by Pearson which must be completed under controlled conditions (i.e. supervised in school) For this assessment, you will have the chance to work on your project over a number of weeks, during which time you will have the help, support and guidance of your teacher. Health and wellbeing For component 3 you will study five key topics;
Factors affecting health and wellbeing
Health and wellbeing improvement plans
Obstacles to implementing plans
In this component, you look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, you will explore the difficulties an individual may face when trying to make these changes. Assessment for component 3 This external component builds on knowledge, understanding and skills acquired and developed in components 1 and 2. Learners will be given a case study and will assess an individual’s health and wellbeing, drawing on their understanding of life events from component 1. They will design a health and wellbeing improvement plan that draws on their knowledge of services and care values from component 2. A task worth 60 marks will be completed under supervised conditions. The supervised assessment period is two hours and must be arranged in the period timetabled by Pearson. Careers in Health and Social Care Students who go on to study BTEC Health and Social Care at level 3 or university enter a wide variety of different careers. Some of the most popular choices include: Social worker, Health Visitor, Probation officer, Nursery Nurse, Adult Nurse, Children’s Nurse, Mental Health Nurse, Midwife, School Nurse and Occupational Therapist
CAMBRIDGE NATIONAL INFORMATION TECHNOLOGY Are you innovative and love using technology? The collection and communication of data and storing of data/information happens all around us. Technology underpins how it’s collected and communicated. This Level 2 qualification will teach you about what different technologies could be used, why you should use them and how to make best use of them, to gather, store, manipulate and present data. You will learn about tools and techniques for use in different digital hardware and software technologies, and how these can be integrated to create digital solutions to manage and communicate data and information. You will also be taught what data and information are and the legal, ethical and moral considerations when using technology to gather, store and present data and information. Do you enjoy using the computer and digital tools? Are you enthusiastic and hardworking? Would you like to gain the knowledge, understanding and skills you would need to support future learning and exploit the creative digital industries?
Specification/Examination Structure This option is studied as a full GCSE following the OCR specification. The specification is designed around the Project Life Cycle, it builds on computational thinking from KS3 studies. Learners will see the relevance of their learning more clearly as they put it into practice. Skills will be directly assessed through an exam boardset assignment.
The course is divided into two Units:
Unit 1(RO12): External examination: Understanding tools, techniques, methods and processes for technological solutions. Unit 2(RO13): Controlled Assessment coursework project: Developing Technological solutions Some of the theory topics you will study include cyber based threats, legislation and ethical and moral issues. The RO12 Assessment is a 1hr 45 examination. Questions will range in different mark levels, with a total of 80 marks available. The RO13 content and assessment involves approximately 20 hours. It is an assignment set by the exam board, marked by teachers and moderated by OCR. The assignment will include a context and set of tasks. Students will use a skills grid to support them with organising the demonstration of their skills during their controlled assessment. Database and spreadsheet software will be utilised as part of the project. There are lots of possibilities on how to present findings; this could be through the use of a word processor, DTP, Web page or mobile app. On completion, students will evaluate and review their solution. Students must complete the controlled assessment under exam conditions so it will not be reworked for resubmission. An example of an assignment may be one for an Estate Agents or Housing association.
Grading The course is graded as Distinction *, Distinction, Merit, Pass.
What can the qualification lead to? The skills, knowledge and understanding students develop are very relevant to both work and further study. The qualification is an excellent platform to progress into other related study, such as qualifications in IT, Digital Media, Computer Science.
Further Education: Level 3 Cambridge Technical in Information Technology or any course that depends upon the use of digital ap-
plications. Students who study an IT qualification at GCSE Level use it as a stepping stone to their future in whatever career path they choose. The skills gained support students in a range of subject areas such as A Levels in Business or Geography, or Cambridge Technicals in IT. They can also support their progression into employment through Apprenticeships in areas such as Digital Marketer or Business Administrator.
Note: The ability to manage study time and meet deadlines is essential for students wishing to study the Cambridge National in Information Technologies. HEAD OF DEPARTMENT Miss T Foster
AQA GCSE MEDIA STUDIES Media is something that surrounds us and is a part of our everyday routine. We use the media to communicate with each other, to find out what is happening in the world and to shape our own beliefs and interests. GCSE Media Studies is a course that aims to make students aware of how the media is constructed in order to influence or persuade us. In modern life, the media is a hugely important factor in shaping society, politics and our everyday lives. Becoming aware of the processes involved in the creation and consumption of media products is an important skill that can make you a more critical, aware and engaged member of society. This course allows you to explore lots of different types of media text. These include:
Advertising and Marketing
Newspapers and magazines
Radio and Podcasts
You will engage in analysis and discussion of these different forms of media; how they are constructed, how they are consumed by audiences and the impact that they have on society. You will develop your analysis skills and learn to discuss the effects of camera, sound, editing, setting and graphics and how they are understood by audiences. The course will also explore representations of people, places and events in the media and how they can be biased, emphasised, stereotypical or even false. Production The practical production element of the course will teach you lots of new skills, such as setting up lighting, photography, filmmaking, editing, image manipulation and directing actors. You will learn to develop your ideas independently and creatively in order to produce work that is suitable for a specific target audience. The new Media Studies specification allows for the production of TV scenes/openings, music videos, radioshows, advertising campaigns, social media campaigns and more.
Some examples of student work Left: A magazine cover and a perfume advert (with original photography). Above: A still from a horror film trailer
The course has four assessment objectives that enable you to: ● Demonstrate your knowledge and understanding of the contexts of media products and their Influence; ● Demonstrate your knowledge and understanding of audiences, representations, media language and institutions; ● Analyse media products, making judgements and forming your own conclusions; ● Create media products for an intended audience, by combining your knowledge of media concepts and your technical production skills. Component
Percentage of Course
Non-exam assessment (Production)
Paper 1 focuses on media industries, audiences and representation. It consists of multiple choice questions and some longer form answers. Paper 2 focuses on media language and contexts in the media. You will be asked to analyse media products in light of their contexts. In Year 10, you will complete an introductory course that will teach you how to analyse, discuss and produce a range of media texts. This will include all of the topics on the previous page. You will then begin the study of a set of Close Study Products set by AQA. In Year 11, you will choose one of five non - exam assessment briefs. These productions cover a range of media products, for example, film posters, music videos, adverts or blogs/websites. Possible Careers include: Public Relations
Public relations roles are suited to people with insight into effective ways to communicate with different audiences Many jobs also require candidates who are tech-savvy and able to use multi-media as a method of informing and influencing people. The advertising and marketing industries both value Media Studies graduates too, recruiting them into media planning and advertising account management, copywriting and market research.
EDEXCEL GCSE MUSIC This syllabus offers an exciting and varied programme of study for pupils, intended to broadly develop pupils’ skills in the three essential areas of musicianship: Performance, composition and listening and appraising. Pupils undertaking GCSE Music will receive the following benefits:
A broader understanding and appreciation of a wide range of different kinds of music. Development of valuable life skills and attributes, such as critical and creative thinking, artistic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.
Active engagement in many forms of music making a challenging yet satisfying and stimulating course of study. Edexcel GCSE Music Assessments
% of the course
Assessment Students perform for at least four minutes’ combined duration
Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces.
Ensemble performance: this must be of at least one minute in duration, any may comprise one or more pieces.
Each performance will be out of 30 marks.
Internally marked and externally moderated.
Students compose two compositions, of at least three minutes’ combined duration.
One composition to a brief set by Pearson, of at least one minute in duration.
One free composition set by the student, of at least one minute in duration.
Each composition will be out of 30 marks.
Internally marked and externally moderatied
The paper is made up of two sections and is out of a total of 80 marks.
Section A - Areas of study, dictation, and unfamiliar pieces (68 marls) Section B - Extended response comparison between a set work and one unfamiliar piece (12 marks)
Component 1: Performance
Performance lies at the heart of everything we do as musicians. Pupils studying GCSE Music will be able to develop their performing skills in both solo and ensemble contexts. This unit will encourage pupils to develop their creative thinking, their artistic sensitivity, their critical awareness, self-discipline and self-confidence. Pupils will learn to strongly think about how they interpret and communicate the music of their instrument(s). Areas covered:
Approaches to performing
Students must perform:
Solo performance: this must be of at least one minute in duration, and may comprise one or more
pieces and should be on the candidate’s preferred instrument.
Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces. This can be on a different instrument to the candidate’s solo performance.
Total performance time across both pieces must be a minimum of four minutes of music.
First assessment: 2018.
This component consists of 60 marks.
Students must perform as a soloist and as part of an ensemble. Each performance must last a minimum of one minute, with a combined duration of at least four minutes. Each performance can consist of one or more pieces.
Solo performance: students will perform a minimum of one solo piece (of at least one minute) of their own choice in any style or genre, with or without accompaniment as appropriate to the style of the music Ensemble performance: students will perform a minimum of one piece as part of an ensemble (of at least one minute) in any style or genre. The student’s part must not be doubled by any other member of the ensemble.
Component 2: Composition The purpose of this component is to assess students’ skills in composing music and enables them to appreciate the process of creating music. Students will be introduced to the technical and creative skills required by a composer. Composing is the creative process by which most of the music we experience came into being. Students will be encouraged to explore a range of compositional starting points and investigate a range of elements, techniques and resources for developing and manipulating ideas – and turning them into completed pieces of music. Students can also explore the skills needed to compose music for different instrumental and/or vocal forces. Students must submit two compositions, of a combined duration of at least three minutes:
One in response to a brief set by Edexcel, of at least one minute in duration.
One free composition set by the student, of at least one minute in duration.
Students do not have to perform the music that they have composed.
The Composition Briefs Briefs will be released on the 1st of September for assessment in the following exam series. The briefs will relate to each of the areas of study.
Brief 1 – Instrumental Music 1700-1820
Brief 2 – Vocal Music
Brief 3 – Music for Stage and Screen
Brief 4 – Fusions
Free Composition Students will produce one composition that is free, i.e. not related to a set brief. They should use their imagination and skills to compose a piece of music. They can draw inspiration or starting points from the set works and suggested wider listening, as well as their own interests and the world around them. They should consider the role of the audience and/or occasion in their composition. The piece composed by the students may be for any instrument or voice, or combination of instruments and/or voices, and in any style. Assessment Information
First assessment: 2018.
This component consists of 60 marks.
Students must complete a minimum of five hours of their composing, including the final write up and
recording, in a classroom setting under teacher supervision
Students do not have to perform the pieces of music that they have composed.
Component 2: Composition The purpose of this component is to assess students’ listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into four areas of study, each of which contains two set works.
This is an externally set and assessed examination
This component consists of 80 mark and the assessment is 1 hour and 45 minutes.
The assessment consists of nine questions; students must answer all questions.
The paper will include multiple‐choice, short open, and extended writing questions.
There are two sections in the examination:
Section A: 68 marks
Section B: 12 marks
The extracts of the pieces of music will be played on CD to all students taking the exam.
Section A Students will be assessed on their ability to identify aurally the key musical features in some of the set works from the areas of study. They should understand the context within which the set works were composed and their place within the area of study as a whole. Students will also be expected to express and justify opinions on the set work extracts and complete short musical dictation and staff notation questions. Section B In Section B, students will be asked to compare in detail an extract from one of the set works with an extract from an unfamiliar listening piece. "GCSE Music lets you express your creativity and it also explores a wide range of music genres!" “Music GCSE was the most AMAZING roller coaster ride that I would get back on any day!”
AQA GCSE PHYSICAL EDUCATION FULL COURSE GCSE Physical Education Full Course This course is taken over a two year period and will be assessed at the end of the second year. The subject content will consist of the following topics; Applied anatomy and physiology Movement analysis Physical training Use of data Sports psychology Socio-cultural influences Health, fitness and well-being Assessment will consist of; Paper 1 – The human body and movement in physical activity and sport Applied anatomy and physiology Movement analysis Physical training Use of data Written exam : 1 Hour 15 minutes 30% of GCSE Paper 2- Socio-cultural influences and well-being in physical activity and sport Sports psychology Socio-cultural influences Health, fitness and well-being Use of Data Written exam : 1 Hour 15 minutes 30% of GCSE Practical Performance Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). An analysis and evaluation of performance to bring about improvement in one activity is also included. 40% of GCSE Physical Education is a nationally recognised science and especially useful for any student considering a career in teaching, sports development, sports science, leisure and tourism. A good level of practical performance is important (40% of award). It is expected that candidates have an existing aptitude and interest in sport and PE. Involvement in P.E. extra curricular activities and sport in and out of school is essential. Trips
Rock and River outdoor pursuits
OCR GCSE PHILOSOPHY AND ETHICS At GSCE, Religious Studies follows OCRâ€™s Philosophy and Ethics Course. Philosophy, literally meaning a love of wisdom, is the study of seeking knowledge and wisdom in understanding the nature of the universe. Ethics relates to the study of moral judgment and what is right and wrong, good and bad.
Here are some of the questions discussed as part of the course:
If God is good, why does He let people suffer? Is gender equality always right? Are there any circumstances when murder may be justified? Should terminally ill patients have the right to die? Should women have the right to have an abortion? Is war ever the right course of action?
What happens after we die? Should the Christian Church have a say in the way Britain is run?
This is a highly topical and invigorating course that covers Beliefs, Teachings and Practices in both Christianity and Islam, alongside Philosophical and Ethical Issues.
Who takes Philosophy and Ethics at GCSE? Anyone who has an enquiring mind and who loves to think through the types of questions that we look at. You can be of any religion or no religion to do this course: we just love enthusiasm and for you to share your own opinions!
How is the course assessed?
Each candidate will sit 2x1hr and 1x2hr examinations at the end of Year 11. Weighting: Christianity Paper: 25% Islam Paper: 25% Philosophy and Ethics Paper: 50%
All questions are a mix of short, mid-length and essay questions. Candidates are asked to demonstrate their knowledge, understanding and analysis of the areas covered. There is a large emphasis on the candidateâ€™s ability to analyse ideas and opinions of others as they are assessed on evidence, evaluation and argument. During lessons the class teacher will assess you in lots of different ways: your contribution to class discussions, your commitment to the course and the standard of your GCSE practice answers.
THERE IS NO COURSEWORK ELEMENT TO THIS COURSE!
Should I take Philosophy and Ethics ?
Philosophy and Ethics utilises and develops a wide range of transferable skills which are valuable, not only in education, but in real life too! These include empathy, discussion, debate, analysis, evaluation, critical thinking, independent learning and many moreâ€Ś!
Universities and employers highly value Philosophy and Ethics as a qualification due to the wide range of skills it requires. Below is a list of jobs which students who have studied the subject have gone on to do:
Social Work Dentistry
Nursing Politics Youth Work
AQA SOCIOLOGY What is Sociology? Sociology is about the study of social life, social groups and societies. Sociologists study the social world and our behaviour in it. Sociologists are particularly interested in understanding the ways in which society shapes our behaviour and influences our daily lives. The GCSE in Sociology introduces you to some of the key topics that sociologists study in contemporary society. It provides you with the opportunity to learn about how sociologists study society and how they explain how society works and how it influences our behaviour and life chances. For the GCSE in Sociology (AQA specification) you will study two units of study: Unit 1 The Sociology of Families and Education Unit 2 The Sociology of Crime and Deviance and Social Stratification Unit 1: The Sociology of Families and Education Families – you will study ‘the family’ in contemporary society. In particular, you will learn about how the family has changed over time and you will explore the different types of families that exist in our society today e.g. nuclear families, lone-parent families, reconstituted families and extended families. You will study the patterns of marriage and divorce and explore some of the sociological explanations for the increase in divorce over time. You will also assess the consequences of divorce for children, family members and society.
You will also learn about the different roles and relationships within ‘the family’. You will study relationships between men and women… who does the housework and why? You will learn about how relationships between men and women have changed over time and investigate whether the ‘new man’ really exists. In addition, you will learn about problems in the family such as domestic violence.
Education - you will learn about the education system in Britain today. You will learn about the different types of schools that exist and the political and sociological debates surrounding provision and policy in relation to education. You will explore the differences in educational achievement e.g. between boys and girls, children from different social classes and children from different ethnic minority backgrounds, and you will assess the sociological explanations for such differences.
You will learn about how a range of processes within schools can affect achievement, including teacher expectations, setting and streaming, labelling and anti-school subcultures. Unit 2: The Sociology of Crime and Deviance and Social Stratification Crime and Deviance – this involves studying the nature and extent of crime and deviance in our society today. In particular, it involves reviewing statistics on crime and learning about the different types of crimes that people commit. You will explore patterns of crime in relation to social and economic factors such as social class, gender and ethnicity. You will also learn about the criminal justice system and different sociological explanations relating to crime, deviance and punishment.
Social Inequality – this involves studying the different types of inequality that exist in our society. In particular, it involves studying inequalities in relation to wealth, income, status and power. You will study important issues such as poverty, unemployment and homelessness and you will learn about how people’s life chances are influenced by factors such as social class, gender and ethnicity.
Assessment Assessment for the GCSE is based on two written examination papers:
Paper 1: The Sociology of Families and Education (1 hour 45 minutes) Paper 2: The Sociology of Crime and Deviance and Social Stratification (1 hour 45 minutes)
Paper 1: The Sociology of Families and Education Paper 1 is divided into two sections. Section A: Families and Section B: Education. You are required to answer two multiple choice questions and a range of questions requiring short and extended responses for each section of the paper. Paper 2: The Sociology of Crime and Deviance and Social Stratification Paper 2 is divided into two sections. Section A: Crime and Deviance and Section B: Social Stratification. You are required to answer two multiple choice questions and a range of questions requiring short and extended responses for each section of the paper. Each examination carries a total of 100 marks. Both examinations will be taken at the end of Year 11. Careers for Sociologists Students who go on to study Sociology at A level or university enter a wide variety of different careers. Some of the most popular choices for sociologists include:
Social Worker, Youth Worker, Mental Health Nurse, Counsellor, Police Officer, Probation Officer, Criminologist, Sociologist, Lecturer….
EDUQAS GCSE ART & DESIGN: TEXTILES Art & Design: Textiles offers a multitude of job opportunities around the globe. With the UK being the 15th largest Textile manufacturer in the world and with some of the best designers coming from the UK, why wouldn’t you want to become part of this fast growing, exhilarating industry? Why should I take Textiles? If you have really loved Textiles during Lower School, then why not opt for it at GCSE? Students who opt for Textiles at GCSE level should be keen to design and make creative and unique pieces of textile work. Textiles is a very exciting and demanding subject that is concerned with developing pupils’ confidence to tackle a variety of decorative techniques and improve your independence towards learning. What is GCSE Art & Design: Textiles? Art & Design: Textiles is about the creation and design of a range of products. You must be able to explore practical techniques as well as researching the work of historical and contemporary textile designers and makers. You will be taught a variety of different techniques including;
Stitched and embellished textiles
You will also have the opportunity to explore and research into a wide variety of jobs and practitioners working in different occupations such as;
Theatrical costume designer
How is the course structured? The EDUQAS GCSE grade will be awarded as a result of completing two units of work:
% of final GCSE Grade
Completed during lesson time, a 10 hour mock exam, enrichment and for homework
One Externally Set Assignment
8 weeks of preparation time and 10 hours timed exam